Syllabus
Department: Child and Family Studies
CFS 220: Introduction to Parent & Child Relations
Instructor: Kathleen Ofstedal
Office: Education Building A224B
Phone: 320-654-5445
E-mail Address: Kofstedal@stcloudstate.edu
Office Hours: Mondays 9:00AM – 5:00 and by appointment
Required Texts/ Readings
1. Bigner, J. (1998). Parent-Child Relations: An Introduction to Parenting (5th ed.).
New York: MacMillan.
1. Selected articles on parenting issues in the popular press
Course Description: Child development, parent development; the co-relationship between parents and their children in the
developing years. Traits and characteristics of healthy families.
Course Overview
Standards of Effective Practice:
INTASC Standards:
Matrix
Course
Outcomes
1. The learner will gain
familiarity with a variety
of concepts related to
parenting
http://cfl.state.mn.us/teachbrd/8710_2000.html
http://www.ccsso.org/intasct.html
Standards
Of Effective
Practice
3B (2)
INTASC
Standards
Conceptual
Framework
Assessment
A3, A4, B2, C1,
D2, E1
Classroom
Assessment
Activity: One
Minute Paper over
readings and
Exam
Paper:
Intergeneration-al
study of a current
issue related to
families
2. The learner will begin
to understand the
development of parents
and their children as a
function of their
interactions with one
another
3. The learner will be
exposed to a range of
parenting styles and their
applications to a variety
of family forms
3A (3,5,6)
A6, B1, D1
3E (1)
A2, A4, B1, D2
4. The learner will begin
to understand the nature
of common behavior
problems and be able to
relate these to problems
of discipline
5. The learner will gain
familiarity of the many
family constellations that
exist in society
3C(1)
A6, A1, B4, D1,
D2
3E (1, 2, 3)
A2, A3, A4, B1,
C6, D2
Classroom
Assessment
Activity: One
Minute Paper over
readings and
Exam
Paper:
Critical analysis of
parenting issues in
the popular
literature
Classroom
Assessment
Activity: One
Minute Paper over
readings and
1
6. The learner will begin
to understand the special
parenting concerns such
as: Parenting in diverse
cultures, parenting a
child with disabilities,
child abuse and neglect,
issues related to adoption
3E (3)
A2, A3, A4, A7,
B1, B2, C6, D2
Exam
Small Group
written activity
over readings
Instructional Strategies: This course uses a variety of strategies including mini lectures, small group activities,
field observations, intergenerational interviews, videos and whole group interactive discussions.
Diversity: This course addresses diversity in a number of ways including parenting in diverse cultures, parenting a child
with disabilities, child abuse and neglect and issues related to adoption.
.
Course Requirements:




Readings: Read the text and be prepared to discuss and write reflectively about the material in class.
Family Issues Paper: Identify a family issue related to parenting/then compare and contrast the views of family
members from three generations.
Reaction to article. Read an issue about parenting in the popular press and write a one page reaction paper based on
knowledge you’ve learned from class as well as your own experiences. The issues will be discussed in small groups.
Articles must be from a current publication.
Exams: Three exams will be given; a combination of recognition and short answer based on readings, lectures and
discussion.
Class Schedule: Course Outline
Dates
Sept. 4
Topics of Discussion
Readings
Introduction and Course Overview
The Nature of Parent-Child Relations
Ch. 1
SLO #2
The Nature of Values in parenting activity
– Analyze your own family’s behavior in terms of current American values
– Rank in order of importance the values you hold for your current or future children
– Analyze how American values differ from other cultures
History: VIDEO: History of Parenting:
Analyzing Human behavior from a historical perspective
One-minute paper and class discussion over video
Sept. 9
Do I Want to be a Parent:
Ch. 1
SLO #2 & #4
Take Parenting Myth Inventory/whole class discussion
 Analyze how these myths came to be in America
 Reflect upon your own perspective of parenting – what myths do you believe in?
Sept. 11
Family Systems Theory
Ch. 3
SLO #2 & #5
Table Group discussion from reading:
– What are the key roles of parents in America today?
– Apply Family Systems Theory to your own family system
2
–
Analyze Family Systems theory across 2 cultures (one-minute paper)
Sept. 16
Erickson’s 8 Stages of Man
Ch. 4
SLO #5
Video: Erickson (take notes)
Meet with clock appointment
Discuss the stage you are currently in and why
– Apply Erikson’s system to families today
– Critique Erickson’s 8 stages – do they hold up from your own family’s point of
view?
Sept. 18
Strategies of Contemporary Parenting
Ch. 5
SLO #5
 Examining your own family: Activity
Answer questions on Family Fantasy handout
Clock appointment discussion of differences
o Critique your own family’s style of parenting
o Apply an alternative system of parenting to your own family
 Why or why wouldn’t it work?
 Will you parent differently?
 Video -The Changing Family and It’s Implications – Brazelton
o Discussion: Apply Family Systems Theory to “non-traditional” family
configurations
Sept. 23
Behavior Problems of Children
Ch. 5
SLO #3 & 5
Button Pushing Activity – done individually in class
Table group–brainstorm solutions to these social problems
 Be specific
 Use your own perspective and give personal explanation for your solution
 How do dynamic in the Family System change when you let your buttons be pushed?
o Apply Family Systems Theory
Sept. 25
Exam #1 (Chapters 1, 3-5)
Sept. 30
Oct. 2
Childbirth
Ch. 6
SLO #2
and the Newborn
Ch. 6
Small and whole class discussion: Galinsky’s 6 Stages of Parents
 Analyze human behavior of parents in general
 Analyze human behavior of your own parents
 Compare results in small groups
 Whole class discussion on developmental changes in behavior as one goes
through the 6 Stages
 How might these stages differ in different cultures?
Oct. 7
Developmental Interactions in Infancy
Oct. 9
Safety Issues – In class activity
SLO #2& 3
 Looking at the history of families in America, how has the perspective of safety
changed? Why?
 What were the Safety Rules in your home when growing up
o Reflect upon WHY your parents chose these rules and why they
enforced some and not others
Table groups:
 Boundaries in neighborhood
 Behavior in public with strangers
 Behavior at home with strangers
 Behavior concerning peer pressure
Ch. 7
3

Behavior concerning sexual misconduct
Oct. 14
Development in Early Childhood
Ch. 8
SLO #2& 3
Interview a 5-year old – one-minute paper in class
 Analyze how this child’s behavior relates to his/her development
Table discussion of early childhood development in social-emotional domain
 Come up with a list of why preschoolers’ fearful and egocentric development results
in mistaken behavior – give specific examples
Oct. 16
Dealing with Behavior Problems
Ch. 8
SLO #5
Discipline Game – small groups
 Read case studies
 Determine reasons for misbehavior
 Present solutions for handling behavior
7 Things you shouldn’t say to your child
 Critique and explain, from your family’s point of view, why we should or should
not adhere to this list.
Oct. 21
Dev. Interactions in Middle Childhood
Ch. 9
SLO #2& 3
Interview a middleschooler – one-minute paper in class
Table discussion of development across domains
 Analyze how this child’s behavior relates to his/her development
Table discussion of early adolescent development across domains
 Come up with a list of why middleschoolers’ fight for independence and individuality
results in mistaken behavior – give specific examples
Oct. 23
Exam #2 (Chapters 6-9 – first 45 min.)
Family Violence
SLO #3
The effects of Violence on our Children
 Whole group discussion:
o Reflect upon society’s role in creating a fearful society
o Ways children are exposed to violence.
 What is meant by a “Socially toxic environment”?
VIDEO: Spanking, What to do instead
 Come up with at least 3 alternative solutions to the historical method of
spanking as punishment for misbehavior
Oct. 28
Adolescence and Early Adulthood
Ch. 10
SLO #4
 Using handout, interview your clock appointment as to their adolescent/early adult
development in the social-emotional and moral domain
 Analyze how your own behavior relates to your social-emotional and moral
development
 Reflect upon how your behavior affects your
o Family system
o Role in your community
o Role in society as a parent or future parent
o Perception of people from other cultures
 Come up with a list of why your parents respond to your current behavior based on
your development (think of Erikson’s stages of development)
o Give specific examples
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Family Issues Paper Due
SLO #4
 Table discussion of Parenting issue you researched
o Reflect upon how this parenting issue has affected your behavior
when dealing with your family, friends, colleagues, society, etc.
Oct. 30
Issues of Divorce/ Single Parent Family
Ch. 11
SLO #2
The two parent family is no longer the norm
 Children’s adjustment to divorce depends on 4 things
 Meet with clock appointment and discuss all 4
o Analyze why the American divorce rate is so high
o Analyze society’s resistance to divorce – is that changing?
o Why historically have single parent families been frowned upon?
Nov. 4
Parenting; in Step Family Systems
Ch. 12
SLO #2
Meet with a classmate who was raised in a Step Family
 Analyze the behavior of adults and children as they form this new family system
o Family Rules: Whose rules win?
o Make a list of your own implicit and explicit family rules
 Analyze, from society’s perspective in America, the perception of Step Families
Reaction Paper Due
SLO #3 & #4
Meet with clock appointment to discuss results
 What is this popular press article reporting to be good or poor parenting practices?
 Give explanations for their perspective
 Reflect upon and share your own opinion of this article
Nov. 6
Parenting in High Risk Families
Ch. 13
SLO #2 & SLO #3
One-minute in class paper:
 Analyze what constitutes a High Risk Family
 Analyze how different cultures view “high risk” families
 Explore current solutions being used to help high risk families
Nov. 11
No Class
Nov. 13
Diversity of Contemporary American Families
Ch. 2
SLO #2
Table Group Activity: Ethnic Diversity of families
Read Children’s book showing diversity of families in pictures (not text)
 Analyze the gender and cultural messages given from the pictures only
Characteristics of Healthy Families
SLO #3
Discuss: Traits of a Healthy Family by Curran –
Make a list of the healthy traits in your family system
 Explain why you think these top 10 traits were chosen by people
 Explain how these traits may have changed over the last 25 years
Nov. 17-20
Final Exam Week
Time and Date to be announced
Academic Dishonesty: Academic dishonesty includes, but is not limited to, cheating, plagiarism, misrepresentation of
student status, and resume falsification. Plagiarism includes, but is not limited to, the use by paraphrase or direct
quotation, the published or unpublished work of another person without full and clear acknowledgment; unacknowledged
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use of materials prepared by another person or agency engaged in selling or otherwise providing term papers or other
academic materials (SCSU Code of Conduct).
Evaluation

One Minute papers over readings -- 10 pts. Each -- Read the text and be prepared to discuss and write reflectively
about the material in class
SLO #2,3,4 & 5
ASSESSMENT

Family Issues Paper: Identify a family issue related to parenting/then compare and contrast the views of family
members from three generations. (80pts.)
SLO #4

Reaction to article. Read an issue about parenting in the popular press and write a one-page reaction paper based on
knowledge you’ve learned from class as well as your own experiences. The issues will be discussed in small groups.
Articles must be from a 2008-2010 publication. (25 pts.)
SLO # 3 &
#4

Exams: Three exams will be given; a combination of recognition and short answer based on readings, lectures and
discussion. Each test will be approximately 50 points
SLO #2,3,4 & 5
ASSESSMENT
TOTALS:
SLO #2
35%
SLO #3
25%
SLO #4
25%
SLO #5
15%
(see breakdown of SLOs above – pp. 3&4)
The grades will be based on the total number of points from all assignments.
A=90%, B=80%, C=70%, D=60
Special Accommodations: It is St. Cloud State University policy to provide, on a flexible and individualized basis,
reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities
or to meet course requirements. If you have a documented disability that required an accommodation, please notify me
within the first week of the semester.
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